Student should be able to: Make an informed judgement about embryo screening by evaluating in detail the economic, social, and ethical issues. List advantages and disadvantages of embryo screening. Suggest reasons why embryos might be screened.

Revision activities for Infection and Response for GCSE. Taken from all aspects of the syllabus.

Lesson (including research task on human genome project)

Students should understand what abiotic and biotic factors affect ecosystems and to maintain a stable ecosystem. Also detail on adaptation and competition in plants/animals.

Students should understand how to conduct the required practical on reaction time and analyse the results and data from it. Ruler drop investigation.

Students should be able to: • discuss the human and financial cost of these non-communicable diseases to an individual, a local community, a nation or globally • explain the effect of lifestyle factors including diet, alcohol and smoking on the incidence of non-communicable diseases at local, national and global levels. Students should be able to understand the principles of sampling as applied to scientific data in terms of risk factors. MS 2d Students should be able to translate information between graphical and numerical forms; and extract and interpret information from charts, graphs and tables in terms of risk factors. MS 2c, 4a Students should be able to use a scatter diagram to identify a correlation between two variables in terms of risk factors. MS 2g

Students should understand what exothermic and endothermic reactions are and how to tell if a reaction is either one. Students will conduct mini experiments (place at different tables?) and fill in the data and come up with conclusions for their practical work. Can ask high ability students to create their own table of results if necessary.

Students should understand the process of interdependence and adaptations of predators and prey (and interpret predator-prey cycle data).

Students should understand that there are: medicinal, recreational and illegal drugs. They should understand addiction and withdrawal symptoms. They will do a market place task with a range of drug sheet information.

Students should understand and recap aerobic respiration and understand how anaerobic respiration differs. Students need to know the equation for both and the reactants/products and be able to explain fatigue and oxygen debt.

Students should be able to state examples of genetic diseases. Students should state symptoms and the genetics behind inheriting these diseases, making reference to recessive and dominant alleles

Students should understand what a pathogen is and the various types of pathogens and their mode of action, comparing bacteria and viral method of action.

Students should understand the importance of reflexes and the reflex arc. Exam questions follow

Students should understand the importance of starch in plants Students should understand how starch is used and the method on how to test for starch Exam questions included.

A KS4 lesson, based on ‘Antibiotics and Painkillers’. Students should understand the differences between painkillers and antibiotics, how they both work and how antibiotic resistance develops.

Students should understand what anaerobic respiration is, to understand the difference between anaerobic and aerobic respiration and explain muscle fatigue. Includes AfL quiz, revision mats and tasks.

Students should understand structure and function of DNA and understanding human genome.

For mid-low ability KS3 students. THey should understand the phases of the moon and eclipses. Contains who wants to be a millionaire and crossword for challenge.

Students should understand the importance of the carbon cycle, they key events of the carbon cycle and how carbon dioxide contributes to global warming.

Students should understand what biodiversity is, the factors that affect biodiversity and why it is important for humans to preserve biodiversity.